Academic Programs Catalog

PROGRAM IN HUMAN MEDICINE

The professional program leading to the Doctor of Medicine degree has been accredited by the Liaison Committee on Medical Education of the American Medical Association/American Association of Medical Colleges.

To achieve its educational goals, the college will:

1. Recruit students from diverse academic, geographical, racial, and ethnic origins.
2. Enact a curriculum for medical students that:
   1. is strongly influenced by the focus of educating exemplary physicians.
   2. utilizes the biopsychosocial model of medicine.
   3. is located, to the extent possible, in communities that closely approximate the environments in which students, as physicians, will ultimately provide health care.
   4. considers the needs of the population which its students will ultimately serve.
   5. emphasizes medicine as a helping profession as well as an applied science.
   6. fosters student responsibility for self–learning, peer evaluation, interactive professional discussion, and decision making in groups of health professionals.
   7. results in the preparation of graduates to enter and complete graduate medical education.
   8. can be evaluated in terms of its intended outcomes.
   9. can be modified based on assessment of its effectiveness.
   10. emphasizes preventive and health maintenance services in clinical practice.
3. Provide oversight to integrated and affiliated community residency and fellowship programs that stress goals similar to those of the medical student curriculum.
4. Promote and support graduate student and postgraduate programs in the disciplines basic to medicine.
5. Provide programs whereby physicians and other health professionals can acquire the conceptual background and skills in instruction, educational planning, evaluation, research, and administration needed to function as effective faculty members.
6. Conduct patient care programs that encourage and foster continued clinical excellence by the faculty and that provide students with examples of quality–evaluated and cost–effective patient care.
7. Sponsor, organize, and evaluate continuing education programs in medically related fields of biological, behavioral, social, educational, and clinical sciences to assist practicing physicians and other health professionals in pursuing lifelong learning objectives, often by collaborating with community organizations and physicians.
8. Collaborate with other colleges in providing educational programs and experiences that would expand the scope of health professions education in the University.

SHARED DISCOVERY CURRICULUM

The College of Human Medicine’s Shared Discovery Curriculum is designed to be responsive to the health care needs of Michigan, the country, and in the educational best interests of diverse learners.

The design of the curriculum is based on a set of core principles that are envisioned as the foundation to all learning within the curriculum. 

Core Principles

1. The Virtuous Professional
   1. Competence, Compassion, Honesty, Social Responsibility, Professional Responsibility, Respect for Others
   2. Acting with Courage, Humility, Mercy
   3. Professional Growth (Dialogue, Reflection, Practice)
2. Diversity, Equity, Inclusion, and Justice
   1. Building a sense of belonging in and amongst students, staff, and faculty
   2. Addressing health disparities
   3. A focus on community
3. Competence and Mastery
   1. Supporting and achieving competence
   2. Supporting and recognizing excellence/mastery
4. Lifelong Learning for students, faculty, and staff
5. Rational design and implementation
   1. Scaffolded learning
   2. Decision-making based in educational theory or data
   3. Helping students become master adaptive learners
   4. Alignment of objectives, instruction, and assessment leading to curricular coherence
   5. Longitudinal integration of basic, clinical, and social science themes
6. Authenticity
   1. Experiential learning
   2. Authentic assessments
7. Collaboration
   1. Among faculty, staff, and students
   2. Within the profession
   3. With allied professionals
   4. With patients

Learning Societies

Students at CHM are assigned to one of four learning societies, each named after an historical figure who represents the values of the college. Within each learning society students develop a longitudinal relationship with a group of faculty. Over the first two years, these faculty will serve as coaches, advisors and mentors. Students meet regularly over the first two years within smaller units called scholar groups. Within the scholar groups, students develop collaborative problem-solving skills, reflect on their experiences and learning through debriefing and creation of ongoing learning plans, integrate their clinical experiences with underlying necessary science, and develop an identity within the profession of medicine.

The college’s curriculum is organized around a core group of competencies based on residency competencies: Service, Care of Patients, Rationality, Integration, Professionalism, and Transformation. The acronym is SCRIPT, and these are, with the exception of service, based on residency competencies adopted by the Accreditation Council for Graduate Medical Education (ACGME).

Educational Program Objectives

The college's curriculum is created around core educational program objectives that are organized into six groupings:

Serving the People
Care of Patients
Reflective and Rational Approach to Learning
Integrating into Systems
Professionalism
Transforming Knowledge

Major Curricular Phases

Students engage in clinical experiences in each phase of the curriculum. The first two semesters comprise the M1 phase, and includes an early clinical experience. The next semesters comprise the M2 phase, including a middle clinical experience. Following this phase, students complete their USMLE Step 1 licensing exam. Students then transition to their M3/M4 community campus for their late clinical experience, where they complete their clinical clerkships in their M3 year, and then focus on electives, selectives, and remaining requirements during their M4 year. They complete their USMLE Step 2 licensing exam prior to graduation.

M1 Phase, including the Early Clinical Experience

The M1 (1 year student) curriculum intentionally integrates a strong foundation of necessary basicand social sciences with clinical skills and patient and health care team interactions. Students learnskills of patient-centered interviewing, core physical exam, clinical reasoning, and a variety ofpatient care skills.

The weekly activities for an M1 student includes scholar group (learning society) sessions, basicscience sessions, anatomy and integrative biomedical laboratory sessions, and clinical simulationeach week. In addition, students regularly engage in assessment activities to assess theirunderstanding and skill development, as well as sessions focused on topics such as careeradvising, health and wellness, and optimizing academic skills. 

For the Early Clinical Experience, students engage in a focused clinical block where they participate as part of the team at a primary care clinic.

M2 Phase, including the Middle Clinical Experience

The M2 (2 year student) curriculum further integrates clinical and necessary basic science and social sciences. Students continue to meet with their learning society small groups and engage in clinical simulation and basic science-focused large group sessions.

The Middle Clinical Experience as a part of the M2 curriculum includes multiple clinical rotations. Each of these rotations have their own goals and objectives, supported by a weekly rotation-based small group session precepted by faculty. 

In addition, the M2 curriculum has six non-clinical rotations, where students learn in classroom, lab, and clinical simulation settings, and engage with patient's stories while learning the underlying basic, social, and clinical sciences. 

M3 and M4 Phases, which constitute the Late Clinical Experience

At the start of the M3 phase, students complete a Transition to Clerkships course as they prepare to enter their clerkships. The M3 year of the Late Clinical Experience provides disciplinary clerkships to prepare students for residency and a career of learning in the specialty of their interest. The major disciplines are included through rotations in family medicine, internal medicine, obstetrics and gynecology, pediatrics, psychiatry, and surgery. A two-semester course series, Advanced Skills and Knowledge, occurs during the M3 year.

During the M4 year of the Late Clinical Experience, students complete a required selective in critical care, as well as a Transition to Residency course and remaining electives. 

Electives

Before graduation, students are required to complete 28 weeks (42 credits) of approved electives. At least 4 weeks must be clinical electives completed in the community to which the student is assigned for M3/M4. At least 16 weeks (24 credits) must be clinical electives involving direct patient care, and at least 4 weeks (6 credits) of clinical electives must be completed during the final two semesters of medical school. One 4-week (6 credits) clinical elective must specifically engage in the care of medically underserved patients, and the student must obtain approval and submit reflective work associated with this experience to be approved for graduation. Students are encouraged to study broadly and/or to pursue intensively their special interests through elective programs. Varied elective courses are offered, and may include research projects, courses on varied topics, and placements in clinical settings. Students may also take elective courses at other medical schools or be placed in clinical settings other than those associated with Michigan State University.

PROGRESS ASSESSMENT

From the first semester of the curriculum, and at regular intervals throughout the curriculum, a suite of progress assessments enable students and their faculty to verify learners’ achievement of competence and readiness to advance.  Progress testing is a longitudinal competency assessment that facilitates adult lifelong learning and represents the College of Human Medicine’s graduation test for the M.D. degree.  Students are evaluated on these end-competency assessments many times in their College of Human Medicine career, and must pass these assessments in order to advance through the curriculum.

The curriculum utilizes a group of assessments that include the nationally-normed multiple choice examinations associated with a professional education but do not stop at the determination of simply what our learners “know.”  A core assessment is the Progress Clinical Skills Examination assessing actual performance with standardized patients. Other assessments include multi-source feedback by their faculty, peers, and health care team members which indicates what our College of Human Medicine students “do.”  Portfolios of evidence containing essays, multimedia, reflections, scholarly products and projects are regularly reviewed by faculty to assure that acquisition of the necessary knowledge, skills and attitudes is taking place, and that learners can receive anticipatory guidance to achieve not only competence, but excellence. Ongoing data flow from these multiple types of assessments assures that students, faculty, staff, and administration are engaging in continuous quality improvement. Students are guided to focus on particular areas of challenge and opportunity.

ADMISSION TO THE PROGRAM IN HUMAN MEDICINE

The College of Human Medicine Committee on Admissions strives to select qualified applicants who are academically, emotionally, motivationally, and socially competent and ready for the rigors of medical school and for a career in medicine. These competencies creates graduates who meet the bio-psycho-social needs of a diverse patient population. As a community-integrated medical school in Michigan, the college’s mission focuses on educating physicians to meet the health care needs of the people of Michigan, including the state’s underserved rural and inner-city areas. In preparation for serving a diverse patient population, the composition of the entering class of 190 students is representative of Michigan’s general population. Students come from a variety of cultural, geographic, and ethnic backgrounds. In recent history, women have comprised more than 50 percent, underrepresented minority students 20 to 25 percent, and Michigan residents 75 to 80 percent of the entering class. Since there is no preference for academic majors, applicants with varied academic backgrounds are represented in each entering class, including those with degrees in the natural sciences, applied sciences, arts, business, engineering, humanities, and social sciences.

The College of Human Medicine uses the primary application services available through the American Medical College Application Service (AMCAS). Applicants may contact their premedical advisor, or contact AMCAS at http: //www.aamc.org for application information. The Committee on Admissions encourages students to submit the AMCAS application in June of the year prior to anticipated enrollment, but no later than the November 1 deadline date. The Committee also requires that all applicants submit Medical College Admissions Test (MCAT) scores. The MCAT is administered multiple times throughout the year. MCAT scores are valid for three years. For more information about the MCAT, applicants should contact their premedical advisors, or the MCAT Program Office at www.aamc.org/students/applying/mcat. For further information about the College of Human Medicine, request a copy of the CHM Handbook for Premedical Students, by contacting the College of Human Medicine at http://www.chm.msu.edu/

The admissions process will continue the college's traditional use of holistic review, which uses a balanced assessment of academic metrics, activities, and personal characteristics, and attributes when making admissions decisions. The College of Human Medicine Office of Admissions evaluates applicants’ AMCAS applications, including life experiences and personal statements, and letters of recommendation (personal characteristics and attributes), and academic profile (major, classes, GPA trends, MCAT scores, undergraduate institution). Admission officers from the admissions office act on direction from the admissions committee to evaluate the applications to determine the most qualified applicants to advance to the next phase of the admissions process, the interview. Students are invited to Interview Day to learn more about the College of Human Medicine through a series of highly-structured interviews and programs. Applicant interviews consists of a one-on-one interview with a medical students and a 100-minute, eight-station multiple mini-interview that incorporates faculty, staff, students, alumni, and other vested individuals. Interviewers are trained to assess applicants on the qualities the College associates with becoming exemplar physicians consistent with the mission of the college.

The Committee on Admissions makes the final admissions decisions based on the following cognitive and non-cognitive considerations:

1. Academic competence including attributes such as fulfilling the premedical requirements, grades, trend in grades, degrees earned, rigors of the degree programs, MCAT scores, research experience, and cognitive skills.
2. Experiences consistent with a commitment and success within medicine, such as clinical experiences, non-medical community service experiences, experiences with people different from self, experiences showing commitment to a community of people, mentoring experiences, leadership experiences, and teamwork experiences.
3. Personal characteristics and attributes that are consistent with a commitment and success within medicine, such as compassion, maturity, social responsibility, professional responsibility, morals and ethics, sociability, cultural competence, self-awareness calm-disposition, honesty, competence, and respect for others.

Minimum requirements which must be fulfilled prior to enrollment in the program in human medicine are:

1. Be a U.S. or Canadian citizen or permanent resident of the United States.
2. Have a valid U.S. or Canadian Driver’s License and reliable vehicle upon matriculation.
3. Have completed at least a four-year high school education or equivalent.
4. Have completed all premedical requirements, including a bachelor’s degree earned in the U.S. or Canada.
5. Have taken the Medical College Admission Test (MCAT).
6. Have taken the CASPer Test.
7. Be immunized per the CDC recommendations for health care providers.

1. Requirements for the Doctor of Medicine Degree
2. 1. All of the following courses (90 credits):
   1. FM 641 Family Medicine Clerkship (9)
   2. HM 552 Medical School I (16)
   3. HM 553 Medical School II (13)
   4. HM 603 Transition to Clerkships (1)
   5. HM  651 Advanced Skills and Knowledge in Medical School I (3)
   6. HM  652 Advanced Skills and Knowledge in Medical School II (3)
   7. HM 673 Transition to Residency (3)
   8. MED  641 Internal Medicine Clerkship (9)
   9. OGR  641 Obstetrics and Gynecology Clerkship (9)
   10. PHD  641 Pediatric Clerkship (9)
   11. PSC  641 Psychiatry and Behavioral Science Clerkship (6)
   12. SUR 651 Surgery Clerkship (9)
3. 2. One of the following combinations (32 credits):
   1. a. Two (2) semester series
   2. HM 565 Integrated Medical School III (16)
   3. HM 566 Integrated Medical School IV (16)
   4. b. Three (3) semester series
   5. HM 562 Medical School III (13)
   6. HM 563 Medical School IV (13)
   7. HM 564 Integrated Topics in Human Medicine (6)
4. 3. One of the following Critical Care Selective courses (6 credits):
   1. MED 643 Medicine Critical Care (6)
   2. PHD 643 Pediatric Critical Care (6)
   3. SUR 643 Surgical Critical Care (6)
5. 4. Completion of 28 weeks of Elective Clerkships (42 credits):
   1. ANES 619 Introduction to Anesthesiology - An Anesthesia Primer (3)
   2. ANES 620 Chronic Pain Management (6)
   3. ANES 621 Concepts in Clinical Anesthesiology I (6)
   4. ANES 622 Concepts in Clinical Anesthesiology II (6)
   5. ANTR 685 Directed Study in Clinical Prosection  (3 or 6) 
   6. EM  631 Clinical Experience in Emergency Medicine  (3 or 6) 
   7. EM  632 Senior Clinical Elective in Emergency Medicine  (6)
   8. EM  633 Emergency Medicine Sub-Specialty Clinical Elective  (3 or 6) 
   9. FM  610 Outpatient Family Medicine Clerkship  (3 or 6) 
   10. FM  611 Geriatric Clerkship  (3 or 6) 
   11. FM  612 Inpatient Family Medicine Clerkship  (3 or 6) 
   12. FM  613 Clinical Research in Family Medicine (6)
   13. FM 614 Breastfeeding and Lactation (3)
   14. FM 615 Addiction Medicine (3)
   15. FM  616 Rural Family Medicine Elective  (6)
   16. FM  617 Sports Medicine Clerkship  (3 or 6) 
   17. FM  618 Palliative and End of Life Care Clerkship  (3 or 6) 
   18. FM 619 Telemedicine Medicine Experiences in Rural Clinical Settings (3)
   19. FM 620 Family Practice Subinternship  (6)
   20. FM 621 Advanced Addition Medicine (3)
   21. HM 606 Student-Designed Non-Clinical Elective (3 or 6)
   22. HM 607 Medical Reading Elective (3 or 6)
   23. HM  608 Sub-Specialty Clerkships  (6)
   24. HM  609 Laboratory Medicine Clerkship (3 or 6) 
   25. HM  610 Pathology Clerkship (3 or 6)
   26. HM  611 Hospice Clerkship (3 or 6) 
   27. HM  612 Pain Medicine (3 or 6)
   28. HM  613 Complementary Medicine Clerkship (3 or 6) 
   29. HM  614 Student-Designed Clinical Elective (3 or 6) 
   30. HM  615 Global Health Experience in India (3 or 6)
   31. HM  616 Radiation Oncology Clerkship (3 or 6)
   32. HM 617 Introduction to Simulation Education Elective (3 or 6)
   33. HM  622 Medical Partners in Public Health Community Resources and Wellness Programs (3 or 6) 
   34. HM  623 Medical Partners in Public Health Capstone Project Elective (3 or 6)
   35. HM 627 Interdisciplinary Exploration with Special Populations: Veterans Affairs (6)
   36. Hm 628 Racism and Other Health Disparities (3)
   37. HM  629 Leadership in Medicine for the Underserved Community Elective (3 or 6)
   38. HM  631 Leadership in Medicine for Underserved Urban or Global Elective (3 or 6)
   39. HM  632 Rural Community Health (3 or 6)
   40. HM  633 Advanced Rural Community Health (3 or 6)
   41. HM 634 Indigenous Community Health (3 or 6)
   42. HM 638 Lifestyle Medicine (3 or 6)
   43. HM  639 Northern Wilderness, Emergency and Sports Medicine (6)
   44. HM 648 Care of Migrant and Seasonal Agricultural Workers Elective (3 or 6)
       HM 691 Research Clerkship (3 or 6)
       MED 609 Hematology Clerkship (3 or 6)
       MED 610 Oncology Clerkship (3 or 6)
       MED 611 Cardiology Clerkship (3 or 6)
       MED 612 Nephrology Clerkship (3 or 6)
       MED 613 Dermatology Clerkship (3 or 6)
       MED 614 Pulmonary Clerkship (3 or 6)
       MED 615 Gastroenterology Clerkship (3 or 6)
       MED 616 Allergy Clerkship (3 or 6)
       MED 617 Sleep Medicine (3 or 6)
       MED 618 Infectious Disease Clerkship (3 or 6)
       MED 619 Advanced Internal Medicine - Ambulatory (3 or 6)
       MED 621 Advanced Internal Medicine - Inpatient (3 or 6)
       MED 622 Endocrinology and Metabolism Clerkship (3 or 6)
       MED 624 Geriatric Clerkship (3 or 6)
       MED 626 Physical Medicine and Rehabilitation Clerkship (3 or 6)
       MED 627 Rheumatology Clerkship (3 or 6)
       MED 628 Advanced Internal Medicine: Senior Medicine Sub-Internship (6)
       MED 632 Occupational Medicine Clerkship (3 or 6)
       MED 634 Advanced Internal Medicine: Intensive Care Medicine/Critical Care (3 or 6)
       MED 636 Advanced Internal Medicine: Medicine/Pediatrics (3 or 6)
       NOP 617 Clinical Experience in Neurology (3 or 6)
       NOP 620 Ophthalmology Clerkship (6)
       NOP 630 Senior Clinical Elective in Neurology (6 to 12)
       OGR 609 Advanced Gynecology Clerkship (3 or 6)
       OGR 610 Perinatology Clerkship (3 or 6)
       OGR 611 Reproductive Endocrinology and Infertility Clerkship (3 or 6)
       OGR 612 Gynecologic Oncology Clerkship (3 or 6)
       OGR 614 Advanced Obstetrics Clerkship (3 or 6)
       OGR 615 Obstetrics and Gynecology Sub-Internship (6)
       PHD 601 Human Development and Pediatric Sub-specialties (3 or 6)
       PHD 602 Ambulatory Pediatrics Clerkship (3 or 6)
       PHD 603 Pediatric Infectious Diseases Clerkship (3 or 6)
       PHD 604 Neonatology (3 to 12)
       PHD 605 Pediatric Cardiology Clerkship (3 or 6)
       PHD 606 Pediatric Endocrinology and Metabolism Clerkship (3 or 6)
       PHD 607 Pediatric Hematology and Oncology Clerkship (3 or 6)
       PHD 608 Pediatric Pulmonary Disease Clerkship (3 or 6)
       PHD 609 Pediatric Genetics Clerkship (3 or 6)
       PHD 610 Pediatric Allergy-Immunology Clerkship (3 or 6)
       PHD 611 Pediatric Critical Care Medicine Clerkship (3 or 6)
       PHD 612 Pediatric Gastroenterology Clerkship (3 or 6)
       PHD 613 Pediatric Emergency Medicine Clerkship (3 or 6)
       PHD 614 Pediatric Nephrology Clerkship (3 or 6)
       PHD 615 Pediatric Neurology Clerkship (3 or 6)
       PHD 616 Pediatric Physical Medicine and Rehabilitation Clerkship (3 or 6)
       PHD 617 Pediatric Adolescent Medicine Clerkship (3 or 6)
       PHD 618 Pediatrics Sub-Internship (3 or 6)
       PHD 619 Pediatric Hospital Medicine Clerkship (3 or 6)
       PHD 620 Child Abuse Pediatrics Clerkship (3 or 6)
       PHD 621 Pediatric Rheumatology Clerkship (3 or 6)
       PSC 609 Adult Psychiatry Clerkship (3 or 6)
       PSC 610 Child Psychiatry Clerkship (3 or 6)
       PSC 611 Addiction Psychiatry Clerkship (3 or 6)
       PSC 612 Geriatric Psychiatry Clerkship (3 or 6)
       RAD 609 Radiology Clerkship (3 or 6)
       RAD 610 Advanced Imaging (3)
       RAD 612 Interventional Radiology (3 or 6)
       SUR 609 Otolaryngology Clerkship (3 or 6)
       SUR 610 Plastic Surgery Clerkship (3 or 6)
       SUR 611 Urology Clerkship (3 or 6)
       SUR 612 General Surgery Sub-Internship (6)
       SUR 613 Orthopedic Surgery Clerkship (3 or 6)
       SUR 614 Neurosurgery Clerkship (3 or 6)
       SUR 615 Ophthalmology Clerkship (3 or 6)
       SUR 616 Cardiothoracic Surgery Clerkship (3 or 6)
       SUR 617 Critical Care Clerkship (3 or 6)
       SUR 618 Anesthesia Clerkship (3 or 6)
       SUR 619 Sub-specialty Surgery Clerkship (3 or 6)
       SUR 622 Pediatrics Orthopedic Surgery Clerkship (3 or 6)
       SUR 623 Sports Medicine Orthopedic Surgery Clerkship (3 or 6)
       SUR 624 Vascular Surgery Clerkship (3 or 6)
       SUR 625 Hand Surgery Clerkship (3 or 6)
       SUR 626 Pediatric Surgery Clerkship (3 or 6)
       SUR 627 Burns Clerkship (3 or 6)
       SUR 628 Trauma Surgery Clerkship (3 or 6)
       SUR 629 Colorectal Surgery Clerkship (3 or 6)
       SUR 630 Surgical Wound Care Clerkship (3 or 6)
       SUR 631 Surgical Oncology Clerkship (3 or 6)
       SUR 632 Surgical Nutrition Clerkship (3 or 6)
       SUR 634 Neurosurgery Sub-Internship (6)
       SUR 635 Perioperative Trauma Medicine (6)

• Exempted from taking HM 552 and HM 553.
• Instead of HM 562, must complete HM 544 Med School III, 10 credits.
• Instead of HM 564, must complete HM 549 Integrated Topics in Human Medicine, 9 credits.
• From the Critical Care Selectives, OMFS students must complete MED 643 Medicine Critical Care, 6 credits.
• Must complete a total of 30 credits of electives for graduation, and are exempted from 12 credits. One elective must be SUR 635 Perioperative Trauma Medicine, 6 credits.

The graduate programs of the college provide opportunities for advanced study with emphasis in a single discipline at the departmental level. Programs leading to the degrees of Master of Public Health, Master of Science and Doctor of Philosophy are offered. Graduate Certificates in Human Medicine Research, Leadership in Medicine for the Underserved, Leadership in Rural Medicine, Medical Partners in Public Health, and Public Health are available. 

All graduate programs of the college are designed to develop independent effort, encourage creative thinking, and educate the student in the fundamentals of basic research. Each student's program is arranged to suit his or her individual needs within the restriction that the final program must conform to one of the general patterns approved by the faculties of the department, college and the university. The college administers master’s degrees in biostatistics, clinical medicine, epidemiology and public health. Doctor of Philosophy degrees are offered through the basic biological science departments and the Department of Epidemiology and Biostatistics.

Several colleges and departments within Michigan State University cooperate in offering the interdepartmental Doctor of Philosophy degree program with a major in neuroscience, which is administered by the College of Natural Science.  For additional information, refer to the statement on the Doctoral Program in Neuroscience in the College of Natural Science section of this catalog.

Students who are enrolled in master’s or doctoral degree programs in the Department of Physiology and Department of Psychiatry may elect an Interdepartmental Specialization in Cognitive Science. For additional information, refer to the statement on Interdepartmental Graduate Specializations in Cognitive Science in the College of Social Science section of this catalog.

The Dual Degree Medical Scientist Training Program is a special program for students who want to earn both a professional medical doctoral degree (Doctor of Medicine) and a graduate research doctoral degree (Doctor of Philosophy). The program seeks to meet a national need for physicians who are proficient in research as well as in medicine, and who will pursue careers as faculty members in medical schools and research institutions.

The program is designed to select, educate, and train highly motivated students having outstanding research and academic qualifications. Trainees pursue medical and graduate studies in parallel, meet regularly with peers in seminars, and engage in medical and graduate level courses and clerkships, as well as in research with highly qualified mentors.

A student who is interested in this program should contact the M.D./Ph.D. Program Director in the College of Human Medicine.

For additional information, refer to the statement on Special Programs in the Graduate Education section of this catalog.

The Master of Arts Degree in Clinical Medicine provides longitudinal clinical experiences with a robust integration of basic and clinical sciences, including significant patient contact and patient care experience, in addition to education in basic and medical sciences.

In addition to meeting the requirements of the University as described in the Graduate Education section of this catalog, students must meet the requirements specified below.

Admission

To be considered for admission to the Master of Arts Degree in Clinical Medicine, students must:

1. be a currently enrolled College of Human Medicine medical student;
2. have successfully completed the first two years of medical school including HM 552, HM 553, and HM 554;
3. elect not to continue to completion of the M.D. degree.

1. 1. Both of the following courses (32 credits):
   1. HM 555 Medical School IV 16
   2. HM 556 Medical School V 16
2. 2. Completion of the following capstone course (3 credits):
   1. HM 895 Clinical Medicine Capstone Experience (3)
   2. The capstone experience must be completed within one full semester  of entry into the program. Students qualifying for an incomplete grade would be expected to complete the capstone experience no later than the middle of the student’s next semester, consistent with University policy.

The Graduate Certificate in Human Medicine Research trains students to possess a special set of knowledge, skills and abilities enabling them to become productive researchers during medical school. Students will engage in rigorous, long-term research experience resulting in high-impact outcomes, positioning them for admittance to research-intensive residency programs and competitiveness for future research funding.  The graduate certificate is available to students currently enrolled in the Professional Program in Human Medicine leading to the Doctor of Medicine degree.

Admission

To be considered for admission to the Graduate Certificate in Human Medicine Research, an applicant must:

1. Be enrolled in the Professional Program in Human Medicine leading to the Doctor of Medicine degree.
2. Submit a university application.

1. 1. Complete 20 hours of Research Online Modules/Quizzes
2. 2. Complete 80 hours of Introduction to Biostatistics Intersession through enrollment in HM 553, HM 554, or HM 556 during their professional program requirements.
3. 3. Attend five enrichment activities as directed by the program director.
4. 4. Complete 6 to 10 weeks of full-time research activities or its equivalent.
   1. a. Presentation at a regional or national conference is required.
   2. b. Manuscript for publication wll be submitted to certificate advisory committee, however publishing of manuscript is not required due to time constraints.
5. 5. Complete 40 hours of research community involvement as approved by the program director.
6. 6. Complete 12 credits of HM 691 Research Clerkship.

The Graduate Certificate in Leadership in Medicine for the Underserved prepares physicians to address the needs of medically underserved and vulnerable populations of the United States and abroad. The graduate certificate is available to students currently pursuing the Professional Program in Human Medicine leading to the Doctor of Medicine degree.

Requirements for the Graduate Certificate in Leadership in Medicine for the Underserved

Students must successfully complete the following:

1. 1. Participation in 100 hours of didactic/experiential learning in leadership in medicine for the underserved.
2. 2. Participation in 100 self-directed volunteer or clinical service hours approved by the leadership in medicine for the underserved director.
3. 3. Completion of the following courses (12 credits):
   1. HM 629 Leadership in Medicine for Underserved - the Community Elective (6)
   2. HM 631 Leadership in Medicine - Urban or Global Elective (6)
4. 4. Successful completion of assigned projects and presentations.

The Graduate Certificate in Leadership in Rural Medicine trains students to possess a special set of knowledge, skills and attitudes enabling them to better understand address the medical needs and provision of healthcare to individuals living in rural and remote communities. The graduate certificate is available to students currently pursuing the Professional Program in Human Medicine leading to the Doctor of Medicine degree.

Requirements for the Graduate Certificate in Leadership in Rural Medicine

Students must successfully complete the following:

1. 1. Participation in 100 hours of leadership in rural medicine didactic/experiential learning.
2. 2. Participation in 100 self-directed volunteer or clinical service hours in a rural community as approved by the leadership in rural medicine director.
3. 3. Completion of two of the following courses:
   1. FM 616 Rural Family Practice Elective (6)
   2. HM 632 Rural Community Health (6)
   3. HM 633 Advanced Rural Community Health (6)
4. 4. Successful completion of the Rural Community Health Program Portfolio or the Rural Physician Community assignment and presentation.

The Graduate Certificate in Medical Partners in Public Health is designed for College of Human Medicine medical students who are interested in complementing their clinical medicine training with a rigorous population and community-focused approach to improving public health. The certificate helps fulfill the Center for Disease Control’s vision of training physicians who do not yet have a public health degree.

Admission

Students must be in good academic standing to participate in the program. Students must apply for and be selected for the program by completing the application process which consists of essays and interviews. Students are not eligible for the certificate if they already possess master’s in public health degree or certificate.

Requirements for the Graduate Certificate in Medical Partners in Public Health

Students must complete all of the following courses (18 credits):

1. 1. Participation in 100 hours of medical partners in public health didactic/experiential learning.
2. 2. Participation in 100 self-directed volunteer or clinical service hours approved by the medical partners in public health director. 
3. 3. Completion of the following courses (12 credits):
   1. HM 622 Medical Partners in Public Health Community Resources and Wellness Programs (6)
   2. HM 623 Medical Partners in Public Health Capstone Project Elective (6)
4. 4. Successful completion of assigned projects and presentations.

Michael Clarence Lewis, Chairperson

GRADUATE STUDY

The Department of Anesthesia is administered by the College of Human Medicine with the mission of providing medical students with vital experience in airway management and the care of patients during surgery. Faculty provide hands-on training for residents from other medical specialties and for students in other health fields involving the care of surgical patients (nurse anesthetists, physician assistants, anesthesia assistants, and emergency medical technicians). Outside the surgical suites, the department collaborates with community anesthesiologists in developing continuing education programs for the benefit of physicians around the state.

Olorunseun O. Ogunwobi, Chairperson

GRADUATE STUDY

The Department of Biochemistry and Molecular Biology is administered jointly by the colleges of Human Medicine, Natural Science, and Osteopathic Medicine.  These colleges offer Master of Science and Doctor of Philosophy degree programs with a major in biochemistry and molecular biology. For additional information about the department and its graduate degree programs, refer to the statement on the Department of Biochemistry and Molecular Biology in the College of Natural Science section of this catalog.

Michael Brown, Chairperson

GRADUATE STUDY

The Department of Emergency Medicine is administered by the College of Human Medicine. The department’s responsibilities include preclinical and clinical medical student teaching, emergency medicine residency training, and research. Areas of clinical research and education encompass the broad spectrum of acute care ranging from pediatric emergencies to geriatrics. The research program emphasizes collaboration with other clinical departments and communities in the areas of neurological emergencies, resuscitation, and knowledge translation. The department is affiliated with graduate medical education programs in community hospitals where the department faculty train emergency medicine residents.

Dawn P. Misra, Chairperson

The Department of Epidemiology and Biostatistics offers multiple graduate-level educational opportunities including Master of Science and Doctor of Philosophy degree programs in epidemiology, Master of Science and Doctor of Philosophy degree programs in biostatistics, postdoctoral research training in epidemiology and biostatistics, and an epidemiology certificate program as a non-degree graduate program. The department also offers an undergraduate Minor in Global Public Health and Epidemiology. In addition, the Department faculty also teach epidemiology and biostatistics to students pursuing medical or other graduate degrees.

Epidemiology and biostatistics are population-oriented quantitative disciplines for medical science and biomedical research; both are concerned with public health. Epidemiologists and biostatisticians work to gain increasingly definitive evidence about how to promote health and to prevent or reduce risk of disease, to delay disease onset, and to shorten or ameliorate disease-related suffering and disability. They also help to shape the practice of evidence-based medicine through methodological and substantive contributions needed for cost effectiveness and decision analysis. Epidemiology and biostatistics are both multidisciplinary endeavors involving a mastery of biological science in health, as well as an understanding of mechanisms that link population health to societal factors and to individual-level health-related behavior that maintains or compromises health.

Julie Patricia Phillips, Chairperson

Charles Hong, Chairperson

The Department of Medicine has major responsibilities for providing students with clinical knowledge and experience throughout all levels of the curriculum in areas including basic science correlations, clinical skills, physical and laboratory diagnosis, and problem solving. Department faculty are deeply involved in curricular delivery and development centrally as well as in our clinical communities throughout the state. The department also partners with graduate programs in medical education in a number of affiliated hospitals, making significant contributions to training medical residents and subspecialty fellows, and to continuing education for practicing physicians in the communities. 

Faculty members are actively involved in research and collaborate actively with faculty in other departments and affiliated institutions in communities. These programs are based in university facilities including laboratories in the Life Science Building and the Clinical Center. Clinical research is also conducted at the MSU Breslin Cancer Center. The Department of Medicine is dedicated to advancing the practice of medicine while embracing diversity, challenge and opportunity.

Victor J. DiRita, Chairperson

GRADUATE STUDY

The Department of Microbiology, Genetics, and Immunology is administered jointly by the colleges of Human Medicine, Natural Science, Osteopathic Medicine, and Veterinary Medicine.  All four of these colleges offer a Master of Science degree in microbiology, genetics, and immunology and a Doctor of Philosophy degree in microbiology, genetics, and immunology. For additional information about the department and its graduate degree programs, refer to the statement on the Department of Microbiology, Genetics, and Immunology in the College of Natural Science section of this catalog.

Jayne Ward, Chairperson

The Department of Neurology and Ophthalmology, established July 1, 2000, is an outgrowth of the former neuro-ophthalmology unit that has existed on campus since 1986.  The department lead is through the College of Osteopathic Medicine with participation with the College of Human Medicine.  It offers dually accredited residency programs in neurology; fellowship programs in neuro-ophthalmology, stroke, neuro-intervention, neuro-physiology, epilepsy, and neuro-epidemiology; and clinical and research programs for medical and graduate students. The department has Accreditation Council for Graduate Medical Education (ACGME) approval for its neurology residency subspecialty fellowships.  It also provides academic oversight for multiple ophthalmology residency programs statewide.

Its broad research portfolio is supported by multiple National Institutes of Health (NH) grants and other extramural funding.  Major themes of the department’s research are to use the eyes as a model for brain disease.  It also has major research interest in stroke, neuro-intervention, muscle and peripheral nerve disease, neuro-degenerative disease, epilepsy, sports concussion and demyelinating disease.  The department shares research and clinical faculty with affiliated clinical and research laboratories on the MSU campus, state and worldwide including sub-Saharan Africa.

The clinical responsibilities of the department are fulfilled by on campus neurologists and neuro-ophthalmologists who have subspecialty training in a number of different disciplines of neurology. To enrich its research, clinical and educational programs, the department also collaborates with numerous clinicians statewide, nationally and internationally.  MSU’s International Neurology, Psychiatry and Epidemiology Programs (INPEP) are administered through this unit and has outposts in several countries in sub-Saharan Africa.



 

Richard E. Leach, Chairperson

The vision for the Department of Obstetrics, Gynecology and Reproductive Biology at the Michigan State University College of Human Medicine is to be the leader in the clinical translation of cutting-edge innovation and research to improve the health of the patients and communities that we serve. Faculty members have achieved national recognition for research focused on the health care needs of women across their life spans and in diverse communities. The department has recruited accomplished researchers in women’s health, including physicians, nurses, sociologists, clinical translational scientists and epidemiologists focused not only on the medical aspects, but on the social disparities that threaten women’s health.

The department is comprised of a diverse faculty that participates in the educational, research and service goals of the College of Human Medicine to enhance understanding of women's health, including genetic, social, cultural and environmental influences.

Within this framework, the department’s responsibilities are to provide educational experiences to medical students during the pre-clinical and clinical years, develop and contribute to programs of graduate and continuing medical education, conduct research, and promote optimal women’s health within the community. To accomplish its educational goals, the department participates in the College’s interdisciplinary programs and directs the required and elective clinical courses across its seven community campuses. The faculty participates in graduate obstetric-gynecologic education through its four affiliate residency programs across the state. Research activities in the areas of human reproduction, gynecologic oncology, prenatal and infant health, health services delivery, and community health problems related to women’s health issues comprise the breadth of the department's research.

Micah Ephraim Lissy, Chairperson

The Department of Orthopedics is administered jointly by the colleges of Osteopathic Medicine and Human Medicine. The College of Osteopathic Medicine is the primary administrative unit. The Department of Orthopedics aims to provide the best care with all aspects of bone, joint disorders, and orthopedic disease processes.  We seek advanced understanding and treatment options of these conditions through research and other scholarly work, and educate the next generation of physicians, scientists, and providers in the field both locally and globally. The department’s responsibilities include:  preclinical and clinical medical student teaching, preclinical and clinical physician assistant student teaching, Primary Care and Orthopedic Surgery residency training, Primary Care Sports Medicine Fellowship training, Physical Medicine and Rehabilitation Sports Medicine Fellowship training, and Physician Extender Resident training. 

 

Boyce Keith English, Chairperson

Anne McLaren Dorrance, Chairperson

The Department of Pharmacology and Toxicology is administered jointly by the colleges of Human Medicine, Osteopathic Medicine, and Veterinary Medicine. The College of Veterinary Medicine is the primary administrative unit. All three colleges offer a Master of Science degree program in Laboratory Research in Pharmacology and Toxicology, a Doctor of Philosophy degree program in Pharmacology and Toxicology, and a Graduate Certificate in Safety Pharmacology. The College of Osteopathic Medicine offers an online Master of Science degree program in Pharmacology and Toxicology, an online Master of Science degree program in Integrative Pharmacology, and an online Graduate Certificate program in Safety Pharmacology.

The department is responsible for teaching the fundamental and applied aspects of pharmacology and toxicology and offers courses at the undergraduate, professional, and graduate levels.

A Minor in Pharmacology and Toxicology is available to undergraduates through the College of Veterinary Medicine.

Karl Olson, Chairperson

GRADUATE STUDY

The Department of Physiology is administered jointly by the colleges of Human Medicine, Natural Science, Osteopathic Medicine, and Veterinary Medicine.  All four of these colleges offer Master of Science degree program in molecular, cellular, and integrative physiology and Doctor of Philosophy degree program in molecular, cellular, and integrative physiology. For additional information about the department and its graduate degree programs, refer to the statement on the Department of Physiology in the College of Natural Science section of this catalog.

Jed Gary Magen, Chairperson

The Department of Psychiatry is administered jointly by the colleges of Human Medicine and Osteopathic Medicine. The College of Human Medicine is the primary administrative unit.  The department plays a major role in integrating the behavioral sciences with the biological sciences and with clinical science elements of the professional programs of these colleges.  The department’s responsibilities include:  preclinical and clinical medical student teaching, psychiatry residency training, professional continuing medical education (CME), collaborating in graduate medical and psychiatric education with affiliated institutions, developing programs on CME for physicians, contributing to CME programs for other mental health care disciplines, patient care, and research. Areas of research emphasis include: neurocognitive dysfunctions secondary to malaria and AIDS, trace minerals in HIV-infected individuals, and developing research programs including some in collaboration with other clinical departments. The department has extensive telepsychiatry services to multiple sites around the state of Michigan.




 

Jennifer Johnson, Chairperson

The Charles Stewart Mott Department of Public Health is unique as the first academic department to be co-developed and co-governed in partnership with the communities it serves. This collaborative approach aims to enhance academic success and real-world impact. Based at the College of Human Medicine's Flint campus, the department focuses on population health. Its close ties to the Flint community enable faculty and researchers to gain insights into the community's strengths and needs while addressing its most urgent public health issues. Spartans work side-by-side with community partners and health care providers in a community-identified and community-participatory public health focus model.

Mark C. Delano, Chairperson

The Department of Radiology is jointly administered by the Colleges of Osteopathic Medicine and Human Medicine. The Department provides basic and clinical education in anatomy and diagnostic imaging including radiology, ultrasound, magnetic resonance, CT, women’s imaging and nuclear medicine. Department faculty have special skills and interests in management, health policy, and medical decision-making. In the College of Osteopathic Medicine, faculty participate in the Systems sequence, deliver RAD 610 as a required course, and provide radiology and anatomy content for several statewide campus system residency courses. Other electives are offered in both colleges, including clerkships in radiology and nuclear medicine at affiliated hospitals. The department sponsors a visiting professor program for residents, interns and medical students. The department directs an osteopathic residency program through a hospital in Garden City, Michigan. Research interests include molecular imaging, imaging physics, bioengineering, fMRI, sports physiology and regenerative medicine.  More information about the department can be found at www.rad.msu.edu.
 

Srinkivas Kavuturu, Chairperson

The Department of Surgery is dedicated to providing state of the art, evidence-based and cost-effective surgical care.  We strive to put patients and their families first.  Our updated surgical curriculum is built to provide a solid foundation for medical students in all our clinical campuses, including Flint, Grand Rapids, Lansing, Midland Region, Southeast Michigan, Traverse City, and the Upper Peninsula.  Our postgraduate general surgery training programs strive to provide a broad clinical experience to our residents and launch their surgical career.  The department also offers several postgraduate surgical specialty training in critical care, cardiothoracic, colorectal, plastic and reconstructive and vascular surgery.  We foster a culture of scientific curiosity and seek new discoveries through clinical and basic science research.  The faculty is involved in several clinical trials and actively participates in regional and national clinical outcomes research. The surgical faculty is involved in all aspects of clinical care, education, simulation and research, and is committed to educate the surgeons of the future.
 

Jack Lipton, Chairperson

GRADUATE STUDY

The Department of Translational Neuroscience is a research-intensive department focused on the study and treatment of neurodegenerative diseases. The current faculty study Alzheimer’s disease, Parkinson’s disease and Traumatic Brain Injury/Neuroinflammation. For first year College of Human Medicine medical students, the department offers Molecular Neuropathology of Neurodegenerative Diseases which provides advanced study of the pathological hallmarks, pathological molecules, symptomatology, diagnostic criteria, genetic and environmental risk factors, and the epidemiology and socioeconomics of neurodegenerative diseases.  Faculty members also participate in mentor-based education for students pursuing doctoral degrees through the Neuroscience and the Biomolecular Science graduate programs. The department strives to provide research opportunities and resources to students in pursuing translational neuroscience research. The faculty also have a comprehensive program of community outreach and education for patients and the lay public.



 

The Division of Human Pathology is administered by the colleges of Human Medicine and Osteopathic Medicine.

Heather Laird-Fick, Director

The Office of Medical Education Research and Development (OMERAD) is a multidisciplinary unit within the College of Human Medicine. The mission of OMERAD is to provide innovative educational opportunities for faculty to promote scholarship, develop curriculum, improve teaching effectiveness, lead learner assessment and program evaluation, and integrate educational technology to advance medical education. OMERAD faculty work collaboratively with educators and health care professionals in the College of Human Medicine’s affiliated community campuses.

OMERAD faculty are committed to providing excellent instruction for undergraduate, graduate and postgraduate learners. OMERAD faculty develop and evaluate college educational programs, and serve as a college leader in teaching and learning. The unit’s consultation mission involves collaborating with health care professionals to design, assess and disseminate educational innovations. OMERAD’s research mission is to advance knowledge in medical education. The unit’s faculty serve in leadership roles in college, university, and national professional organizations.

OMERAD faculty and support staff have expertise in adult education, teacher education, educational technology, program evaluation and measurement.

Sean A. Valles, Director